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Journal 1: Adult Behaviors Impact Lives

Takeaway 1st Video: Every Kid Needs a Champion by Rita Pierson

This speaker spoke about education reform and the value of human connection.  In the very beginning of the video, she noted that “, all learning is understanding relationships,” a phrase by George Washington Carver.  She said that children are not going to learn from teachers they do not like. This is something I have always wondered about, as I have seen many negative teachers throughout my teaching career who never seem to get in trouble.  She even commented on apologizing, something I have heard some people say not to do as a teacher. I have always believed that even teachers make mistakes and if you make a mistake you should apologize, and it is especially important to model the behavior you want your students to exude. Making the negative a positive is the other major point she made. Even when a student fails you can highlight where they did and focus on doing better in the future. This kind of thinking has always made me work harder in classes, and I hope I can give my students that as well.

https://youtu.be/SFnMTHhKdkw?list=PLDRzJeowyE5u4YAuKBJTxVzxkY1_U8Vbr

Takeaway 2nd Video by Tatianna Linngos Webb:

The largest take away in this video is the importance of socio-emotional learning that dance and other extra-curricular activities add to the daily schedule of students. This extra learning is vital and helps students learn to be better team members, who treat each other well. There is often a lack of funding or time for activities such as dance, but it offers valuable learning opportunities for students within the classroom that they may not get within other areas of the classroom. There are several life skills learned in dance that cannot be learned in other subjects, such as being close to other students and properly interacting with others. What I wondered about this talk is how can we as teachers do a better job of instilling these socio-emotional skills throughout our class. Learning should be fun. Manners and attention to detail are referred to being major takeaways as things that can only be learned in dance through this speech, but these are aspects that should be addressed in the academic portions of our day as well.

https://youtu.be/sdDJsBPm51M

Takeaway 3rd Video: Social and Emotional Learning by Trish Shaffer

The takeaway from this video is the emotional character and fortitude of the students we are raising today. The highlight was the focus on social emotional learning within our educational systems. By taking more time to help students to work together within the classroom and talk to one another in a respectful manner will make a big difference throughout the student’s entire climate. Trish claims that studies have shown that studies have shown that students that have been taught with SEL have scored a whole 11% higher on their SAT scores. A very valid takeaway is that many learning memories are tied to socio-emotional related situations within their schools.  Strength of character, ability to get back up and being kind compassionate people in the world today is what Trish wants to be seen as a priority, and I fully agree that it will also help students become better learners as well. I fully agree with this, but it is also something that lingers within my brain and that I ponder upon---how can we do better?

https://youtu.be/LbfpyJfI1ho

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Entry #2- CEC & PBIS website research outlined on the Agenda & Outcomes (Weeks 5-8) page

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Entry #2- CEC & PBIS website research outlined on the Agenda & Outcomes (Weeks 5-8) page

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On the CEC website there are many topics about paraeducators, specially designed instruction, STEM instruction, learning disabilities, autism, working with families, student engagement instructional planning and cultural diversity to read about. The information on Early Interventionist/Early Childhood Special Educator standards represents the 1st standards to focus specifically on the preparation of professionals who work with young children who are differently abled. There is guidance about universal design for learning which is a set of research based principles to help form the design of the learning environment that are accessible and effective for all people based on scientific insights into how humans learn. CEC has several other resources that are useful for any education professional.

PBIS helps educators develop the understanding of the continuum of multitiered professional development support. This resource describes the Pyramid model with detail which helps educators prevent problem behaviors and support students within the classroom.

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Entry #3- Rules, Values, & Consequences Videos on the Agenda & Outcomes (Weeks 9-12) page.

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Entry #3- Rules, Values, & Consequences Videos on the Agenda & Outcomes (Weeks 9-12) page.

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1.) Rules should always tell the students what to do while the values tell you the why of the rule. The values are more important than rules because if there is no good reason for the rule then the student will not follow it, or the students may see the rule as pointless. You can tell you have a bad rule if you find yourself saying “because I said so,” often. Rules and values must make sense. Always answer questions about a rule with a value.

2.) Speaker begins by telling of a cool looking anchor chart system in a classroom he visited but explains he does not like large scale behavior charts. Behavior charts for the whole classroom are unnecessary because most of the students in the classroom do not need it. To make behavior charts effective a teacher should make a private one for the child that needs it and focus on one behavior at a time. The child should be able to keep their behavior chart in their desk and it should only be between the teacher and student. Working on only one behavior at a time is important because if you try to work on many behaviors you may overwhelm the student--- it is just too hard! Even adults have a hard time working on their own behaviors and would struggle to change multiple behaviors at once. The behavior chart will just not work if you are trying to change a bunch of behaviors at the same time.

3.) “If students don’t behave there will be consequences,” is a line that many people have heard before. A consequence is a result that has come in response to an action. A consequence can be positive or negative. Parents and teachers use consequences to help children learn a better behavior. An example would be telling a child that they cannot play with any new toys until they put away the toys that are out. When parents or teachers see their child doing a bad behavior they may worry about the child developing bad habits. In response to these bad behaviors the adult will then enforce a consequence in hopes of putting a stop to the bad behavior growing into a bad habit.

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Entry #4- Chapter 6: Single Case Design Chapter notes. This can be a 1-2 page summary of the chapter OR complete 1 Activity to Extend Your Learning on page 142.

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Entry #4- Chapter 6: Single Case Design Chapter notes. This can be a 1-2 page summary of the chapter OR complete 1 Activity to Extend Your Learning on page 142.

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On the CEC website there are many topics about paraeducators, specially designed instruction, STEM instruction, learning disabilities, autism, working with families, student engagement instructional planning and cultural diversity to read about. The information on Early Interventionist/Early Childhood Special Educator standards represents the 1st standards to focus specifically on the preparation of professionals who work with young children who are differently abled. There is guidance about universal design for learning which is a set of research based principles to help form the design of the learning environment that are accessible and effective for all people based on scientific insights into how humans learn. CEC has several other resources that are useful for any education professional.

PBIS helps educators develop the understanding of the continuum of multitiered professional development support. This resource describes the Pyramid model with detail which helps educators prevent problem behaviors and support students within the classroom.

Module 3:

Entry #3- Rules, Values, & Consequences Videos on the Agenda & Outcomes (Weeks 9-12) page.
1.) Rules should always tell the students what to do while the values tell you the why of the rule. The values are more important than rules because if there is no good reason for the rule then the student will not follow it, or the students may see the rule as pointless. You can tell you have a bad rule if you find yourself saying “because I said so,” often. Rules and values must make sense. Always answer questions about a rule with a value.

2.) Speaker begins by telling of a cool looking anchor chart system in a classroom he visited but explains he does not like large scale behavior charts. Behavior charts for the whole classroom are unnecessary because most of the students in the classroom do not need it. To make behavior charts effective a teacher should make a private one for the child that needs it and focus on one behavior at a time. The child should be able to keep their behavior chart in their desk and it should only be between the teacher and student. Working on only one behavior at a time is important because if you try to work on many behaviors you may overwhelm the student--- it is just too hard! Even adults have a hard time working on their own behaviors and would struggle to change multiple behaviors at once. The behavior chart will just not work if you are trying to change a bunch of behaviors at the same time.

3.) “If students don’t behave there will be consequences,” is a line that many people have heard before. A consequence is a result that has come in response to an action. A consequence can be positive or negative. Parents and teachers use consequences to help children learn a better behavior. An example would be telling a child that they cannot play with any new toys until they put away the toys that are out. When parents or teachers see their child doing a bad behavior they may worry about the child developing bad habits. In response to these bad behaviors the adult will then enforce a consequence in hopes of putting a stop to the bad behavior growing into a bad habit.

Entry #4- Chapter 6: Single Case Design Chapter notes. This can be a 1-2 page summary of the chapter OR complete 1 Activity to Extend Your Learning on page 142.

Notes:

In this chapter they first discuss the base of how the single case design was created. The use of scientific method is study of human behavior. Analytic behavioral application is the process of applying sometimes tentative principles of behavior to the improvement of specific behaviors. Single case design is the evaluation of behavioral change essential for us to determine the success of intervention packages and rationale. We find that evidence based practice in special education refers to method instruction used in preparation of physicians within medical schools and identification and execution of medical practices to ensure that they were scientifically sound. Single case studies began to be used in evidence based practice out of interest that effective educational practices that were researched based were not being utilized in schools. Teachers and researchers maintain separate viewpoints on what the cause of gaps and practice may be. There has been in increase in accountability due to public scrutiny and the criticism of the public education systems, along with federal mandates. Currently there has been a move to standards based model in preparation of teachers and students. This criticism has motivated researchers, teachers and trainers to use more successful practices as determined by research within the school settings. Quality indicators help researchers, teachers and trainers evaluate the research they do.

Given the expectations now put upon schools to support behavioral and academic support, including the needs of each student, there are many advocates in the field of special education. Special education teachers are budding interventionists who identify evidence based practices to provide the support all learners need. Single case design has evolved from the “long and rich” history of case study research based in psychology to a vast array of areas, including education. Single case studies have evolved to be a more comprehensive development in aiding to evaluate the effect of different interventions. These studies can be focused on one individual or across larger numbers and like case studies there is an emphasis on lasting characteristics. This offers a greater degree of scientific validity.

There are several terms taught in this chapter. Basic research is a term that communicates that the research is aimed at the development or formulation of a theory or existing theory. Then there is applied research, a term describing research that is based on a more current problem. Another term described is an independent variable which is whatever the intervention or treatment is that is being used to promote the behavioral change in the research. Then there is the dependent variable is the target behavior. PBIS utilizes single case design studies as an individual or classroom application. The baseline is described as the initial stage of development before intervention. After there is a baseline you can put an intervention into play, which is basically the treatment phase of a study. There are many quality indicators that are described in chapter 128. In the 1960s ABA was used within the mental health/disability settings, offering an active treatment. Then in the 1960s and 1970s single subject design was used within behavioral studies within institutional settings. In the 1980s 1990s methodology was further refined and developed, and then used in more inclusive settings. In 1997 there was a reauthorization of IDEA. PBIS had become more wisely used and classroom, while also utilizing single subject design.

The first single case design is A-B design which has two conditions, a baseline and intervention. Which is a case where the teacher first takes a baseline for the student and then the intervention. The next design is called the ABA design which is the baseline, phase and second baseline. The third design is the A-B-A-B design, also known as the reversal design, which stands for baseline, then intervention, return to baseline and then reintroduction to intervention. This is helpful for shaping behavior and reinforces successful approximates of behavior. The changing criterion design allows for teachers and research to evaluate the systematic increase or decrease of a target behavior over time using a series of pre-established stepwise criteria.   The last design described was the alternating treatment design which is the multi-element design and simultaneous treatment design. This is used to evaluate two or more treatment methods of instruction and involves delivery of two distinctly different interventions within same settings. When using multiple interventions’, they should be evenly administered in terms of trial to be fully evaluated of success.

(Did not get to finish typing up the descriptions of all the types of case studies.)

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Entry #7- Take notes when watching Building Habits of Effective Practice Webinar. Also, describe the two resources you explored from the Webinar. 

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Entry #7- Take notes when watching Building Habits of Effective Practice Webinar. Also, describe the two resources you explored from the Webinar. 

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The building habits of effective habits webinar begins by asking the viewer “how do we develop habits?” After describing antecedents, behaviors and consequences the webinar delves deeply into how we can put all these aspects into play within the classroom. They describe active engagement and suggest that you take what you have observed from your planned active engagement activities and figure out what has worked with your class and what has not. Whatever take aways you have from your classroom each day can be used to actively shape your classroom development if you use the knowledge. You can even adjust and scaffold aspects of the activity to suit your students’ needs. It is also important to give students specific feedback. Positive greetings at the door are one of the ways to get to know your students and encourage them to participate positively in the classroom.  Learning how to track your opportunities to respond helps a teacher figure out where there can be improvement in the classroom. Teachers should also celebrate active engagement. If you observe opportunities to respond are low go the teacher can go back and work on how to engage in the classroom. When a teacher gathers their data in the classroom they can then look for strategies to promote active engagement. In the webinar they mentioned an application called the Be Positive application to help teachers collect data. Prewriting examples of specific praise can help the teacher when in the classroom.

When researching I investigated the Student Teacher/ Good Behavior game that was suggested in the webinar. The student teacher game I found the directions for is a game where the teacher chooses a behavior and place to play a game. The teacher then needs to announce the game and reteach the expected behavior or routine. After that the teacher needs to announce how long they will play the game for and what the class will be rewarded with in turn for playing. Teacher needs to give pre-connections, provides students points with behavior specific praise and tallies on board. You need to re-teach the expected behavior when corrections are needed. If students do not win, it is suggested to try the game another day. If they keep not winning figure out why they are not successful.

Another resource I found described a great way to get the students engaged in classroom behavior by having them help in creating the classroom rules. There were a lot of great resources in the tools section of the PBIS website.

The webinar described the use of habit development systems, which can be successfully utilized within the classroom and whole school! Using clear signs with visuals, prompts, positive reinforcement and shared values are all pieces of a good habit development distance.